1. (W)Where (Understanding), Why (Real Life), and What (MLR and Product) 2. (H)Hook (Engage) 3. (E)Equip (Instruction), Explore (Graphic Organizer), and Experience (Cooperative Learning) 4. (R)Rethink, Revise, Rehearse, and Refine (Timely Feedback) 5. (E)Evaluate (Self- Assessment) 6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice) 7. (O)Organize (Facet of Understanding)
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
1. Many different ideas and events led to the idea and execution for independence for the colonies.(Where) What steps are taken on the route to a major war? (Why)Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.(What) Product: Students will create an interactive time-line using Power Point
2. A list of major events and how they all connect to each other (Hook)
3. What were some of the major events that led to the American Revolution (Equip) Describing Wheel (Explore) Circle the sage (Experience)
4. Students will try to find which events were larger than others when it came to shaping the revolution (Rethink) After sharing as a group they will make revisions to their individual lists and make a master list (Revise) The students will keep finished project in their portfolios for later use (Refine)
5. While looking and listening to other groups projects they will add additional information to their own list. (Evaluate)
6.Linguistic: Students will use linguistic intelligence during the Describing Wheel exercise. Logical: Students will have to place names and dates in order on their lists. Spatial: They will have to create an accurate time-line and make it visually appealing Interpersonal: Will be sharing their ideas with others. Intrapersonal: At first will be assembling their own lists before sharing with their group. Musical: Group will have to select appropriate music for the Power Point demonstration (Tailor)
7.Analyze the major events that led to Revolution.(Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
8. The Revolution looked and played out differently depending on ones economic standing and what one's beliefs at the time were. (Where) People look at the Iraq War differently depending on there situations. ( Why) Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world. (What) Product: Local talk radio-podcast
9. Political cartoons that were used to help spread ideas. (Hook)
10. Many different ideas and events led to the idea and execution for independence for the colonies. (Equip) Fact and Opinion (Explore) Jigsaw (Experience)
11. As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
12. Rubric, checklist (Evaluate)
13. Verbal: They will be making a podcast which they will each have a speaking part. Logic: Must analyze the data and present in chronological order. Interpersonal: They will go around gathering interviews. Intrapersonal: They will be alone when recording their individual reports. Naturalist: They will go outside to record ambient noises that would be heard from the era. Musical: Background music will be from the era we are studying. (Tailor)
14. a. Explain that history includes the study of the past based on the examination of primary and secondary sources. (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
15.Many different ideas and events led to the idea and execution for independence for the colonies.(Where) What counties and areas are fighting for independence today? (Why)Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.(What) Product: Students will complete a WebQuest
16. Find different "Alternate History" papers and articles (Hook)
17. Students will be given a list of events that happened and must try to pick out the ones that actually happened and then try to organize them. (Equip) Time-Order Chart (Explore) Team Pair Solo (Experience)
18. Students will make a list of recent decisions that have changed their present ex. car, jobs, significant others. (Rethink) Students will try to think of actions they could have done to make for a better present and future. (Revise) After the Team Pair Solo exercise the students will try to revise their choices and see which ones should have been attempted then store the information in their portfolio. (Refine)
19. The students will make sure that they performed the Webquest correctly and make any if needed changes. (Evaluate)
20.Linguistic: Students will attempt to share their ideas about their own alternate histories to each other. Logical: Students will be writing down there data and making changes to it constantly Spatial: Some students can try and map out how different outcomes may look on paper using a graph of some kind. Bodily-Kinesthetic: Students will be moving around while doing the Team Pair Solo exercise. Interpersonal: All students will be split up into groups at first and then into pairs. Intrapersonal: Eventually all students will be making the finishing touches to their projects alone. (Tailor)
21.Recognize how history can help one better understand and make informed about the present and future.(organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
22.Their were other ways of fighting the British than just battles. They used various forms of propaganda, sabotage, espionage, and guerrilla tactics.(Where) How are different types of fighting used in different parts of the world? (Why)Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.(What) Product: Assume the role of a prominent revolutionary leader and document their major influences
23. Have a head on a stick and present my own mini-speech. (Hook)
24. The students will grab a name of Revolutionary leader out of a hat. Will have names for both British and Colonist. (Equip) Observation Chart (Explore) Three-Step Interview (Exercise)
25. Who might people do this exercise for 200 years from now?(Rethink) What makes someone important and what makes us remember them? (Revise) Students will practice their speeches at home before the day their presentation is due. (Rehearse) I will travel around answering all questions and will have the class split into groups to see if they can help each other. Any connections between their choices? (Refine)
26. Students will be evaluated by a rubric which will include peer evaluation (Evaluate)
27.Linguistic: Students can try and imitate their selections drawl or accent. Spatial: Students must create some kind of outfit or mask that helps describe their selection. Bodily-Kinesthetic: Students will be walking around and acting out key moments from their choices life. Musical: If appropriate for the students choice, music can be used. Interpersonal: Students will be acting in front of the class. Naturalist: Students will be encouraged to find something from nature that helps their performance. (Tailor)
28.Assume the role of a prominent Revolutionary leader and document their major influences in the Revolution.(Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
29. The Revolution looked and played out differently depending on ones economic standing and one's beliefs at the time were.(Where) Is there any laws or taxes that we disagree with today? (Why)Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.(What) Product: Create a blog for discussions.
30. Compare and contrast Intolerable Acts to their daily chores. (Hook)
31. Make a master list for each Intolerable act on why it was enforced and why it was disagreed with. (Equip) Persuasion Chart (Explore) Round Robin Brainstorming (Experience)
32. Find some silly laws that are around today for no reason. (Rethink) Which side had a better argument for the laws? (Revise) Students can take sides of the British and Colonist in-class and try to make some changes that will make both parties happy. (Refine)
33. Students blogs will be graded by a rubric and will get bonus points for commenting on other blogs. (Evaluate)
34.Linguistic: Students will be in an active discussion throughout most of the lesson. Logical: Students should figure out how much the taxes effect each person in monetary value and how much Great Britain would have made if everything had gone to plan. Spatial: Students must make a neat and creative blog. Bodily-Kinesthetic: Musical: Interpersonal: Students will be debating throughout the lesson. Intrapersonal: Students will be creating their blogs by themselves. Naturalist: In what ways did certain taxes effect the environment? (Tailor)
35.Evaluate the Intolerable Acts from the perspective of the colonist receiving them and the British enforcing them.(Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
36.Many different ideas and events led to the idea and execution for independence for the colonies. (Where) Have we been calling it by the wrong term all this time and if so would we want to change it? (Why)Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions of the world.(What) Product: A debate over a wiki.
37. Show a list of reformations and revolutions. (Hook)
38. Make sure the students have a wiki account and help them start their post. (Equip) Tick Tack Toe (Explore)) Partners (Experience)
39. Does "reformation" sound less patriotic than "revolution"? (Rethink) In groups debate the idea. Does one sound better than the other. Learn from other debates and move on to the next table.(Revise) Which do you think it really was? (Refine)
40. Peer evaluation, student vote, and validity of arguments (Evaluate)
41.Linguistic: Students will be in debates for most of the lesson. Logical: Must piece together evidence for both sides of the argument. Spatial: Students can create a chart or graph to help explain their argument. Bodily-Kinesthetic: Students will be moving from table to table. Musical: Interpersonal: Students will be debating with other students throughout. Intrapersonal: Students will create their wiki by themselves. Naturalist: (Tailor)
42.Propose an argument for and against the idea that it was a reformation, not a revolution.(Organize)
Stage 3 Plan Learning Experiences and Instruction
1. (W) Where (Understanding), Why (Real Life), and What (MLR and Product)
2. (H) Hook (Engage)
3. (E) Equip (Instruction), Explore (Graphic Organizer), and Experience (Cooperative Learning)
4. (R) Rethink, Revise, Rehearse, and Refine (Timely Feedback)
5. (E) Evaluate (Self- Assessment)
6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice)
7. (O) Organize (Facet of Understanding)
Lesson 1
2. A list of major events and how they all connect to each other (Hook)
3. What were some of the major events that led to the American Revolution (Equip) Describing Wheel (Explore) Circle the sage (Experience)
4. Students will try to find which events were larger than others when it came to shaping the revolution (Rethink) After sharing as a group they will make revisions to their individual lists and make a master list (Revise) The students will keep finished project in their portfolios for later use (Refine)
5. While looking and listening to other groups projects they will add additional information to their own list. (Evaluate)
6.Linguistic: Students will use linguistic intelligence during the Describing Wheel exercise.
Logical: Students will have to place names and dates in order on their lists.
Spatial: They will have to create an accurate time-line and make it visually appealing
Interpersonal: Will be sharing their ideas with others.
Intrapersonal: At first will be assembling their own lists before sharing with their group.
Musical: Group will have to select appropriate music for the Power Point demonstration
(Tailor)
7.Analyze the major events that led to Revolution.(Organize)
Lesson 2
9. Political cartoons that were used to help spread ideas. (Hook)
10. Many different ideas and events led to the idea and execution for independence for the colonies. (Equip) Fact and Opinion (Explore) Jigsaw (Experience)
11. As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
12. Rubric, checklist (Evaluate)
13.
Verbal: They will be making a podcast which they will each have a speaking part.
Logic: Must analyze the data and present in chronological order.
Interpersonal: They will go around gathering interviews.
Intrapersonal: They will be alone when recording their individual reports.
Naturalist: They will go outside to record ambient noises that would be heard from the era.
Musical: Background music will be from the era we are studying.
(Tailor)
14. a. Explain that history includes the study of the past based on the examination of primary and secondary sources. (Organize)
Lesson 3
16. Find different "Alternate History" papers and articles (Hook)
17. Students will be given a list of events that happened and must try to pick out the ones that actually happened and then try to organize them. (Equip) Time-Order Chart (Explore) Team Pair Solo (Experience)
18. Students will make a list of recent decisions that have changed their present ex. car, jobs, significant others. (Rethink) Students will try to think of actions they could have done to make for a better present and future. (Revise) After the Team Pair Solo exercise the students will try to revise their choices and see which ones should have been attempted then store the information in their portfolio. (Refine)
19. The students will make sure that they performed the Webquest correctly and make any if needed changes. (Evaluate)
20.Linguistic: Students will attempt to share their ideas about their own alternate histories to each other.
Logical: Students will be writing down there data and making changes to it constantly
Spatial: Some students can try and map out how different outcomes may look on paper using a graph of some kind.
Bodily-Kinesthetic: Students will be moving around while doing the Team Pair Solo exercise.
Interpersonal: All students will be split up into groups at first and then into pairs.
Intrapersonal: Eventually all students will be making the finishing touches to their projects alone.
(Tailor)
21.Recognize how history can help one better understand and make informed about the present and future.(organize)
Lesson 4
23. Have a head on a stick and present my own mini-speech. (Hook)
24. The students will grab a name of Revolutionary leader out of a hat. Will have names for both British and Colonist. (Equip) Observation Chart (Explore) Three-Step Interview (Exercise)
25. Who might people do this exercise for 200 years from now?(Rethink) What makes someone important and what makes us remember them? (Revise) Students will practice their speeches at home before the day their presentation is due. (Rehearse) I will travel around answering all questions and will have the class split into groups to see if they can help each other. Any connections between their choices? (Refine)
26. Students will be evaluated by a rubric which will include peer evaluation (Evaluate)
27.Linguistic: Students can try and imitate their selections drawl or accent.
Spatial: Students must create some kind of outfit or mask that helps describe their selection.
Bodily-Kinesthetic: Students will be walking around and acting out key moments from their choices life.
Musical: If appropriate for the students choice, music can be used.
Interpersonal: Students will be acting in front of the class.
Naturalist: Students will be encouraged to find something from nature that helps their performance.
(Tailor)
28.Assume the role of a prominent Revolutionary leader and document their major influences in the Revolution.(Organize)
Lesson 5
30. Compare and contrast Intolerable Acts to their daily chores. (Hook)
31. Make a master list for each Intolerable act on why it was enforced and why it was disagreed with. (Equip) Persuasion Chart (Explore) Round Robin Brainstorming (Experience)
32. Find some silly laws that are around today for no reason. (Rethink) Which side had a better argument for the laws? (Revise) Students can take sides of the British and Colonist in-class and try to make some changes that will make both parties happy. (Refine)
33. Students blogs will be graded by a rubric and will get bonus points for commenting on other blogs. (Evaluate)
34.Linguistic: Students will be in an active discussion throughout most of the lesson.
Logical: Students should figure out how much the taxes effect each person in monetary value and how much Great Britain would have made if everything had gone to plan.
Spatial: Students must make a neat and creative blog.
Bodily-Kinesthetic:
Musical:
Interpersonal: Students will be debating throughout the lesson.
Intrapersonal: Students will be creating their blogs by themselves.
Naturalist: In what ways did certain taxes effect the environment?
(Tailor)
35.Evaluate the Intolerable Acts from the perspective of the colonist receiving them and the British enforcing them.(Organize)
Lesson 6
37. Show a list of reformations and revolutions. (Hook)
38. Make sure the students have a wiki account and help them start their post. (Equip) Tick Tack Toe (Explore)) Partners (Experience)
39. Does "reformation" sound less patriotic than "revolution"? (Rethink) In groups debate the idea. Does one sound better than the other. Learn from other debates and move on to the next table.(Revise) Which do you think it really was? (Refine)
40. Peer evaluation, student vote, and validity of arguments (Evaluate)
41.Linguistic: Students will be in debates for most of the lesson.
Logical: Must piece together evidence for both sides of the argument.
Spatial: Students can create a chart or graph to help explain their argument.
Bodily-Kinesthetic: Students will be moving from table to table.
Musical:
Interpersonal: Students will be debating with other students throughout.
Intrapersonal: Students will create their wiki by themselves.
Naturalist:
(Tailor)
42.Propose an argument for and against the idea that it was a reformation, not a revolution.(Organize)
2004 ASCD and Grant Wiggins and Jay McTighe